IEP TEAM MEMBERS

Certain individuals must be involved in writing a child’s Individual Education Program. The IEP team members may fill more than one of the team positions if properly qualified and designated. For example, the school system representative may also be the person who can interpret the child’s evaluation results.

These people must work together as a team to write the child’s as a team to write the child’s IEP. A meeting to write the IEP must be held within 30 calendar days of deciding that the child is eligible for special education and related services.

Each team member brings important information to the IEP meeting. Members share their information and work together to write the child’s Individualized Education Program. Each person’s information adds to the team’s understanding of the child and what services the child needs.

Parents are key members of the IEP team. They know their child very well and can talk about their child’s strengths and needs as well as their ideas for enhancing their child’s education. They can offer insight into how their child learns, what his or her interests are and other aspects of the child that only a parent can know. Thy can listen to what the other team members think their child needs to work on at school and share the suggestions. They can also report on whether the skills the child’s learning at school are being used at home.

Teachers are vital participants in the IEP meeting as well. At least one, the child’s regular education teachers must be on the IEP team if child is participating in the regular education environment. The regular education teacher has a great deal to share with the team. For example, he or she might talk about;

• The general curriculum in the regular classroom;
• The aids, services or changes to the educational program that would help the child learn and achieve;
• Strategies to help the child with behavior, if behavior is an issue;
• The regular education teacher may also discuss with the IEP team the supports for school staff that are needed so that the child can;
• Advance toward his or her annual goals;
• Be involved and progress in the general curriculum;
• Participate in extracurricular and other activities and
• Be educated with other children, both with and without disabilities.

Supports for school staff may include professional development or more training. Professional development and training are important for teachers, administrators, bus drivers, cafeteria workers and other who provide services for children with disabilities.